Ações docentes em aulas de física previstas nos programas do ensino secundário geral em Moçambique

The research objective, whose results we present in this article, was to identify and describe the categories of teaching action in Physics classes foreseen in the Mozambican General Secondary Education (ESG) programs. For this, we proposed two questions we tried to answer after analyzing the data: What teaching actions in Physics classes are foreseen in the ESG programs? What categories can describe such actions? The interpreted data came from the methodological suggestions of the thematic units of the Physics programs of ESG1 dedicated to the 8th, 9th, and 10th grades and from ESG2, which refers to the 11th and 12th grades. As an analytical methodology of the information, we used the procedures indicated by the Content Analysis, considering the three suggested steps: firstly, carrying out a pre-analysis, then the exploration of the material, and, finally, the treatment of the results. After the execution of these processes, we obtained 29 categories of action (Classify; Describe; Distinguish; Compare; Explain; Apply; Identify; Measure; Mention; Calculate; Estimate; Differentiate; Convert; Characterize; Interpret; Read; Build; Represent; Relate; Solve; Use; Use; Give examples; Indicate; Determine; Enunciate; Analyze; Insert; Deduce), and Explain, Apply and Interpret are among the most recurrent.